This interactive workshop is concerned with how researchers engaged in doctoral studies arrive at a theoretical underpinning for their research topics, and how this is put to work in the development of the project itself (for example in relation to ethics, values and methodology). The workshop is aimed at present and potential doctoral students, supervisors, examiners and anyone interested in this oftentimes 'slippery' element of the research process. We will begin by considering some recent responses to the question from experienced practitioners and progress to consider the places and spaces of theory in the context of participants' own research projects and themes.

Victoria Perselli is an Associate Professor at Kingston University. She is co-director of postgraduate education in the Faculty of Health, Social Care and Education. Victoria is currently conducting a longitudinal study on the relationship of theory to research in a range of professional and disciplinary fields, by continuous revisiting the question 'Where does theory come from…? She is particularly interested in how theory and theorising may be put to work to bring about change in diverse learning and teaching contexts, and to what extent thereby a 'pedagogy of change' may be useful in and beyond current settings of higher education.

Anne Betzel specialises in world Englishes, intercultural communication and critical discourse analysis. In her research into the role of theory in education research, she focuses on the development a pedagogy of change which restores the centrality of the political in an attempt to create spaces for new discourses of emancipation and political discourses of the Left.

Note: Unless otherwise stated SRHE events are free to members, there is a charge of £60 for non-members.

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We are very pleased to invite you to a UCU Learning for Life course on Research Grant Writing presented by Professor Andrew Derrington.

10:00am – 4pm, Friday 7th November 2014, UCU Head Office, London

This one day workshop is aimed at those currently hoping to apply for research project grants and will cover:

• Understanding how research funding decisions dictate the content and structure of a grant application • Practical exercises on how to design fundable research projects • Developing writing skills to present your project effectively to any research funder

As well as being author of the highly acclaimed book The Research Funding Toolkit, Professor Derrington has many years experience working on a range of grant committees, line-managing academics and helping staff write successful grant applications.

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Supporting University-Work Transitions? Exploring the Impact of Work Placements and Internships

Date - Friday, 24 October 2014: 10.00-16.00

Venue - Dovecot Studios,10 Infirmary St, Edinburgh, UK

Network - Employability, Enterprise and Work-based Learning

Friday, 24 October 2014

The transitions between university and the world of work remain a key concern for policy makers and practitioners across the UK nations and beyond. Work placements and internships have become an increasingly significant focus of activity, aiming to 'bridge' the gap between study and work. What different approaches have been taken across the UK nations and by different universities? What impact do such initiatives have on student learning experiences and skills development, on employment / employability outcomes, and for host employers?

The day-conference will provide an opportunity to share research insights and practice-related learning through a series of conference-style presentations and round table discussions. This event is co-hosted by Third Sector Internships Scotland, Queen Margaret University and The Open University in Scotland.

Tone Cecilie Carlsten, Nordic Institute for Studies in Innovation, Research and Education (NIFU)

Dr Ruth Helyer, Social Futures Institute, Teesside University

Dr Martha Caddell, The Open University in Scotland and Margaret Wallace, Scottish Council for Voluntary Organisations (SCVO), Third Sector Internships Scotland

Dr Peter Green, University of Ulster

Dr Colin Smith, Edinburgh Napier University, ePlacement Scotland

Dr David Thompson, University of Wolverhampton

Dr Jon Turner, University of Edinburgh, Making the Most of Masters

If you are currently working on research into any kind of employability, enterprise and work-based learning and would like to share your work at later events, please contact us on h.e.higson@aston.ac.uk

You are receiving this email as our records indicate that you are interested in SRHE updates. Unsubscribing from SRHE updates will not impact SRHE membership administration emails, membership reminders etc.

This session will explore some of the key facets of accessible e-assessment to enable access for learners with print disabilities ranging from dyslexia to visual impairment including those with difficulties handling hard copy print. Examples of formal and informal assessments will be discussed along with some particular issues that relate to making maths and science notation accessible.

---------------------------------- Further information: The Transforming Assessment webinars are part of a series of free events covering a range of e-assessment topics. Further information on this and future events, recordings of past sessions, project information and participation/technical help on using the virtual classroom system can be found on our website at transformingassessment.com

Acknowledgements: Support for this activity has been provided by the Australian Government Office for Learning and Teaching, RMIT University and the University of Queensland. The views expressed in this publication/activity do not necessarily reflect the views of the sponsoring institutions.

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Beyond the doctorate:Career trajectories of Canadian PhD graduatesProfessor Lynn McAlpine, Oxford Learning Centre, University of Oxford

Internationally, more than half of PhD graduates leave the higher education sector, though how individuals navigate their trajectories from doctorate to academic and non-academic careers is largely unexplored. Drawing on a longitudinal qualitative study, this paper examines the career trajectories of 30 Canadian social scientist and scientist PhD graduates. The evidence suggests the importance of attending to the interplay of national, disciplinary and institutional influences in the opportunity structures open to individuals. At the same time, individuals' efforts to craft their positions to achieve their goals played a powerful role as regards the choice of opportunity structures. The results suggest the need to conceptualise career trajectories in ways that integrate both subjective and objective perspectives.

Consistency and disjunction between assumptions and reality:Examining the doctoral examination process in AustraliaProfessor Terry Lovat, The University of Newcastle, Australia

While standards vary, there seems to be a common assumption that the doctorate represents a custodial gateway to scholarly status, including offering an assured benchmark by which to judge suitability to an academic career. Yet research shows that examiners undertaking thesis appraisal assume that it will pass, and empirical work has confirmed extremely low failure rates. Indeed, the era of the mass doctoral regime has seen little expansion of failure over the earlier era of exclusivity. This raises fundamental questions about the supposed fundamentals of the doctorate – quality, originality, likely contribution to practice in the field in question, etc. This paper will explore some of these issues against data emanating from international work, with special attention to a series of projects funded by the Australian Research Council, and including a summary of recent findings about the impact of the viva.

Note: Unless otherwise stated SRHE events are free to members, there is a charge of £60 for non-members.

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Committed to learning and teaching? Join us at our UK-wide series of enhancement events this year

Second event 13 October 2014 - Inspiring connections: preparing students to contribute to a globally connected society

Internationalisation remains a core focus for UK HE, and is the theme for our second learning and teaching enhancement event, which takes place on Monday 13 October at Sheraton Grand Hotel, Edinburgh.

Our keynote speaker, Robin Middlehurst, Professor of Higher Education at Kingston University, will address core issues around internationalisation, including how HE can provide and promote a high quality learning experience for all students studying UK higher education programmes.

Many of the event’s workshops will focus on our Internationalisation framework and how it can be used to support and develop delegates’ curriculum design and teaching practice. These include ‘Designing curricula that prepare students for a globally connected world’ and ‘Preparing 21st century graduates to live in and contribute responsibly in a globally interconnected society’.

HEA enhancement events are aligned to the UKPSF, and many are tailored to the needs of individual discipline communities. This event includes a new-to-teaching workshop for those who started substantive teaching duties within the last two years in physical sciences, biosciences and related STEM disciplines.

First event 2 October 2014 - Moving with the times: Continuing professional development for changing academic careers

This year the HEA is running 15 one-day learning and teaching enhancement events, designed to meet the needs of all higher education learning and teaching professionals. Each of the events will:

·present the latest HEA research into learning and teaching;

·launch new and updated frameworks and initiatives to help implement work within the four workstreams at departmental, institutional and sector level;

·disseminate practical toolkits and professional development support for individual practice.

You will hear from strategic thinkers and keynote presenters speaking on one of the current key issues in higher education. Delegates will also have the opportunity to take part in workshops or join a masterclass related to the event theme, or increase their knowledge and understanding by attending either a new-to-teaching workshop or writing retreat while at the event.

HEA enhancement events are aligned to the UKPSF, which means your professional development will be enhanced. And many are tailored to the needs of individual discipline communities.

This e-mail along with any attachment(s) is strictly confidential and may contain privileged information. It is intended solely for the intended recipient(s). If you are not the intended recipient, please do not disclose, store, copy, take any action or omit to take any action in reliance of its contents: to do so is strictly prohibited and may be unlawful. If you have received this e-mail in error, please notify the sender and delete the e-mail immediately. Views expressed in this e-mail are those of the author and do not necessarily represent those of the Higher Education Academy. Please note that this e-mail has been created in the knowledge that Internet e-mail is not a secure communications medium. We advise that you understand and observe this lack of security and take any necessary measures when e-mailing us. Although we have taken steps to ensure this e-mail and attachment(s) are free from any virus, we advise that in keeping with good computing practice, the recipient should ensure that they are actually virus free as the Higher Education Academy will not be liable for any losses as a result of any viruses being passed on by this e-mail and/or any attachment(s). The Higher Education Academy. Company limited by guarantee registered in England and Wales no. 04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in Scotland no. SC043946.

I am writing to remind you about the above seminar. Please note there is a charge for most delegates, although concessionary and complimentary places are available (subject to terms and conditions - see below).

The focus:

The way forward for degree classification and accreditation.

Context:

Comes at a time when universities are increasingly considering alternative degree classification systems, such as:

·The Grade Point Average (GPA) system, recently piloted by the Higher Education Academy and due for implementation by some universities from September 2014; and

·Continued use and expanding the scope of Higher Education Achievement Reports (HEAR).

Key discussion points:

The impact so far of the HEAR, and challenges for continuing and expanding its use across the sector;

The potential for a GPA system, and lessons from the pilot; and

Options for alternative degree classifications that could provide more detailed accounts of students’ achievements.

Chairs:Baroness Garden of Frognal, former Government Spokesperson for Higher Education and Skills and Viscount Hanworth.

Networking:

Places have been reserved by parliamentary pass-holders from both Houses of Parliament and officials from BIS. Also due to attend are representatives from Abertay University; Accenture; Aston University; Bath Spa University; Birmingham City University; Bournemouth University; Brunel University; Cardiff Metropolitan University; Cardiff University; Chartered Institute of Environmental Health; City University London; Clifford Chance; Crossfields Institute; De Montfort University; Graduate Solutions; HEFCE; Higher Education Academy; Institute of Physics; Institution of Engineering and Technology (IET); Keele University; Keystone Employment Group; King’s College London; Leeds Trinity University; Liverpool John Moores University; Loughborough University; Middlesex University; Norwich University of the Arts; Nottingham Trent University; Nottingham University; NUS; QAA; Regent’s University London; Richmond The American International University in London; Sheffield Students’ Union; SOAS, University of London; Society of Biology; Staffordshire University; Student Hubs; Swansea University; The Open University; University College London; University of Bradford; University of Bristol; University of Derby; University of East London; University of Edinburgh; University of Essex; University of Exeter; University of Greenwich; University of Hertfordshire; University of Huddersfield; University of Leicester; University of Liverpool; University of London; University of Northampton; University of Reading; University of Southampton; University of St Mark & St John; University of the West of Scotland; University of Ulster; University of Westminster; Wirral Metropolitan College, Merseyside; Work Group; Writtle College, Essex and York St John University.

A press pass has been reserved by a representative from The Daily Telegraph.

Agenda:

See below my signature, or click here any time to download the latest version.

Once submitted, this will be taken as a confirmed booking and will be subject to our terms and conditions below.

Please pay in advance by credit card on 01344 864796. If advance credit card payment is not possible, please let me know and we may be able to make other arrangements.

Options and charges:

Places at The future of degree classification and accreditation - Higher Education Achievement Reports latest and findings from the GPA pilot (including refreshments and a complete PDF copy of the transcripts) are £210 plus VAT;

Concessionary rate places (see conditions): £80 plus VAT. Please be sure to apply for this at the time of booking.

Can’t attend?

Full transcript available approximately 10 days after the event for £95 plus VAT;

Concessionary rate: £50 plus VAT.

If you find the charge for places a barrier to attending, please let me know as concessionary and complimentary places are made available in certain circumstances (but do be advised that this typically applies to individual service users or carers or the like who are not supported by or part of an organisation, full-time students, people between jobs or who are fully retired with no paid work, and representatives of small charities - not businesses, individuals funded by an organisation, or larger charities/not-for-profit companies). Please note terms and conditions below (including cancellation charges).

I hope that you will be able to take part in what promises to be a most useful morning.

This email and any attached files are intended solely for the use of the entity or individual to whom they are addressed. Opinions or views are those of the individual sender and, unless specifically stated, do not necessarily represent those of the Westminster Higher Education Forum. If you have received this email in error please notify info@forumsupport.co.uk.

FINANCIAL TERMS AND CONDITIONS: The delegate fee includes copies of the presentations via PDF and refreshments. Cancellation policy is as follows: (1) cancellations 14 or more days before the event: £70+VAT cancellation fee per delegate; (2) cancellations less than 14 days before the event: no refunds. Cancellations must be notified in writing to the Westminster Higher Education Forum. No charge will be made for replacement delegates. Transfer of any confirmed booking between events is not possible. The organisers reserve the right to alter the programme and change the speakers without prior notice. The Westminster Higher Education Forum is unable to grant extended credit and therefore must request that full payment be made within 30 days from the date of invoice. Should payment not be received within 30 days from the date of invoice, the Westminster Higher Education Forum will apply an administration charge of £40+VAT, likewise for payments made to our account in error.

A key output of the seminar will be a transcript of the proceedings, sent out around 10 working days after the event to all attendees and a wider group of Ministers and officials at BIS and other government departments and agencies affected by the issues; and Parliamentarians with a special interest in these areas. It will also be made available more widely. This document will include transcripts of all speeches and questions and answers sessions from the day, along with access to PowerPoint presentations, speakers’ biographies, an attendee list, an agenda, sponsor information, as well as any subsequent press coverage of the day and any articles or comment pieces submitted by delegates. It is made available subject to strict restrictions on public use, similar to those for Select Committee Uncorrected Evidence, and is intended to provide timely information for interested parties who are unable to attend on the day.

All delegates will receive complimentary PDF copies and are invited to contribute to the content.

The Westminster Higher Education Forum is strictly impartial and cross-party, and draws on the considerable support it receives from within Parliament and government, and amongst the wider stakeholder community. The Forum has no policy agenda of its own. Forum events are frequently the platform for major policy statements from senior Ministers, regulators and other officials, opposition speakers and senior opinion-formers in industry and interest groups. Events regularly receive prominent coverage in the national and trade press.

To what extent has the HEA’s ‘HEAR Academy’ support scheme helped to address key organisational and financial issues of implementing the HEAR? How should the accreditation of extra-curricular activities that count towards students’ degrees be regulated; is there a need for a standardised list of activities that can be included in section 6:1 of the HEAR? How has the HEAR affected student demand for Year in Industry placements, overseas study, employability modules and other such course content? Is there any evidence that the HEAR has encouraged more students to take part in extra-curricular activities; what steps can universities, students’ unions and other groups take to raise awareness of the HEAR among students in order to boost participation in such activities? How can suppliers of accredited activities take advantage of the HEAR to attract more members and volunteers? What can be done to raise awareness of the HEAR amongst employers, particularly SMEs, and encourage them to utilise it as part of their recruitment process? Where graduate recruiters aren’t using the HEAR, what are the reasons and how could the HEAR be changed to reflect employers’ needs? How has the introduction of the HEAR affected appetite for wider reform of the classification system?

Jane Clark, Head of Campus Recruiting Europe, Middle East and Asia, Barclays

Sara Fernandez, Executive Director, Student Hubs

Robert Dowling, Director of Academic Services, University of Nottingham

The future of the degree classification system - GPA and other alternatives

What lessons can be derived from the implementation of the HEAR for the introduction of a GPA or other alternative classification systems? Would widespread implementation of a GPA system enable the HEAR to be reduced in size, to focus more on extra-curricular activities rather than a modular breakdown of academic achievement? What are the advantages and disadvantages of the current degree honours system used in the UK; would the implementation of a GPA system address concerns about grade inflation? What are the key conclusions to be drawn from the HEA-led pilots of a GPA system; what challenges arose and how might these be addressed?Has a standard version of the GPA system emerged which could be rolled-out universally across the sector? Would universal adoption of a GPA system be appropriate for all universities courses? If an alternative classification were to be adopted, is GPA the best system to introduce; what other alternative systems exist that could be implemented?